DOCSLIB.ORG

Secwépemc Language Resource Development for Little Fawn Nursery – an Early Years Language Immersion Program

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Secwépemc Language Resource Development for Little Fawn Nursery – an Early Years Language Immersion Program Me7 Tslxemwílc-kt es Secwepemctsném-kt! Secwépemc Language Resource Development For Little Fawn Nursery – An Early Years Language Immersion Program by Jessica Arnouse B.A., Simon Fraser University, 2007 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the Department of Linguistics Faculty of Arts and Social Sciences © Jessica Arnouse 2019 SIMON FRASER UNIVERSITY Spring 2019 Copyright in this work rests with the author. Please ensure that any reproduction or re-use is done in accordance with the relevant national copyright legislation. Approval Name: Jessica Arnouse Degree: Master of Arts Title: Me7 Tslxemwílc-kt es Secwepemctsném-kt! Secwépemc Language Resource Development for Little Fawn Nursery – An Early Years Language Immersion Program Examining Committee: Chair: Nancy Hedberg Professor Marianne Ignace Senior Supervisor Professor _____________________ John Lyon Supervisor Assistant Professor California State University, Fresno _____________________ Date Approved: April 17, 2019 ii Ethics Statement iii Abstract This is a linguistic study of novice adult language learners when producing speech within an early years immersion program. The study reflects the unique language knowledge of individuals and provides a description of supportive measures for mentoring purposes through the guidance of first language speakers of the Secwepemc language. In a community of limited access to first language speakers, this research study focused on training novice adult language learners about multi-media language learning resources and second-language acquisition teaching strategies to keep young children engaged in activities. The participants used Smart Board technology, hands-on training and the mentor-apprentice model to stay in the language. The study combined experiential ways of learning with innovative technology to mobilize adult speakers at the Little Fawn Nursery language domain within the Tk’emlúps te Secwépemc community. Keywords: Secwépemc language revitalization; early childhood education; Little Fawn Nursery; Tk’emlúps te Secwépemc iv Dedication For my children, grandchildren, great-grandchildren, great-great-grandchildren… Mestentsút-cwiye wel me7 yews. v Acknowledgements I would like to acknowledge all the fluent Secwépemc language speakers for their courageous efforts in keeping our language alive, especially Bernadette Dodson (Jules), Loretta Seymour, and Mona Jules. Bernadette and Loretta for being my language mentors over the past seven years. Bernadette, for being so patient, kind, always willing to share her knowledge, and repeating words and sentences over and over. Loretta, for sharing her stories and time, and coming up with the words we could not remember or find in our dictionaries and word lists. Mona, for lighting the way by teaching to me my first Secwépemc words and phrases at the Simon Fraser University – Kamloops Campus. By persistently speaking our beautiful language, I cannot thank you all enough for mending the hole in my heart that I didn’t even know existed. I set aside a special acknowledgement to Dr. Marianne Ignace for her encouragement, advice and tireless work for Indigenous languages – especially for the SFU Kamloops Campus where I began my educational journey. Also, I am truly grateful to Marianne, John Lyon, and Colleen Seymour for taking the time to read my paper and for giving me advice and feedback. I acknowledge the Tk’emlúps te Secwépemc Chief and Council and community leaders for their continuous support in the language reclamation, revitalization and retention efforts at Little Fawn Nursery. All are true visionaries by taking one more step forward to achieve the dream of creating more speakers of the Secwépemc language and providing a language domain for children. I want to thank my children Ashton, Shaylin and Payton for always understanding when I had to study and didn’t take the time to participate in their activities. To my grandson, Benjamin, who I hope will become a language speaker. And to my husband, Jeff, for always understanding my aspirations and taking care of our family while I was away at school or studying. Last but not least, I want to thank my mother and mother-in- law for their unconditional love of our family. vi Table of Contents Approval ............................................................................................................................. ii Ethics Statement................................................................................................................. iii Abstract .............................................................................................................................. iv Dedication ........................................................................................................................... v Acknowledgements ............................................................................................................ vi Table of Contents .............................................................................................................. vii List of Tables ...................................................................................................................... x List of Figures .................................................................................................................... xi List of Acronyms .............................................................................................................. xii Preface .............................................................................................................................. xiii Chapter 1. Introduction ................................................................................................. 1 1.1. Personal Connection to Topic ................................................................................... 1 1.2. L1 Speakers - Bernadette and Loretta ....................................................................... 3 1.2.1. Biography: Loretta Seymour ............................................................................ 3 1.2.2. Biography: Bernadette Dodson (Jules) ............................................................. 4 1.3. Link to Early Childhood Education .......................................................................... 6 1.4. Effects of Language Loss ......................................................................................... 7 1.5. Terminology .............................................................................................................. 8 1.6. Research Questions ................................................................................................... 9 1.7. Goals of Research Project ......................................................................................... 9 1.8. Limitations of Research .......................................................................................... 11 Chapter 2. Background to Current Study ................................................................. 12 2.1. Secwépemc Curriculum Overview for the Early Years .......................................... 12 2.2. Literature Review ................................................................................................... 12 2.2.1. Major Components to Starting/Maintaining Early Years Language Immersion Programs ........................................................................................................................ 13 Second language acquisition research and its implications for language teaching pedagogies and program development ...................................................................... 13 Socio-cultural and cognitive factors in SLA ............................................................. 15 Similarities in first and second language acquisition: ............................................... 16 Differences in first and second language acquisition: ............................................... 16 2.2.2. Challenges ...................................................................................................... 17 Successes ................................................................................................................... 18 2.3. Strategies Used in Language Revitalization for Adult Learners ............................ 19 2.4. Making a Case for ECE Immersion Practices ........................................................ 19 2.5. Summary ................................................................................................................. 20 2.6. Research Rationale ................................................................................................. 21 vii Chapter 3. Research Method ...................................................................................... 23 3.1. Methodology ........................................................................................................... 23 Community Contributions to Research ..................................................................... 23 Community Context .................................................................................................. 25 Program Descriptions ................................................................................................ 26 3.2. Participants .............................................................................................................. 27 3.2.1. Inclusion Criteria ...........................................................................................
Load more

Recommended publications
  • Fpcc-Newsletter-Spring-Summer-2014
    first peoples’ news spring /summer 2014 first peoples’ cultural council IN THIS ISSUE New Museum Exhibition 2 New Arts Funding from FPCC Available for First Nations Youth SHOWCASING B.C.’S LIVING in B.C. FIRST NATIONS LANGUAGES 3 New Resources Available for First Nations Languages in B.C. Most people are unaware of the variety approaches with contemporary storytell- and richness of languages in this prov- ing. It will make use of audio and visual 4 FirstVoices Resources: Flash Card ince. With 34 Indigenous languages and media, artwork and narrative text in Eng- and Label Maker 61 dialects, B.C. is the most linguistically lish as well as First Nations languages. diverse region in Canada. Most importantly, it will demonstrate 4 Geek Alert! PC Keyboard In an inspiring new partnership, the the diversity and resilience of languages Software Update First Peoples’ Cultural Council (FPCC) in B.C. by showcasing languages by has been working with the Royal BC region as well as individual efforts to 5 Seabird Island Language Nests is Museum to create the innovative rejuvenate languages through hard work Engaging Young Language Learners Our Living Languages exhibition, which and perseverance. will provide an opportunity to celebrate “This is exciting for us and a progressive 6 Mentor-Apprentice Teams Creating these First Nations languages and the move on behalf of the Royal BC Museum,” a New Generation of Speakers people who are working to preserve says FPCC Chair Lorna Williams. “The and revitalize them. museum is a wonderful venue in which to 8 In Conversation with AADA Recipient The exhibition will fuse traditional share the stories and perspectives of First Kevin Loring Continued next page… 9 Upgrades to the FirstVoices Language Tutor Now Available to Communities 10 Community Success Story: SECWEPEMCTSÍN Language Tutor Lessons 11 FirstVoices Coordinator Peter Brand Retires…Or Does He? Our Living Languages: First Peoples' Voices in B.C.
    [Show full text]
  • Lillooet Between Sechelt and Shuswap Jan P. Van Eijk First
    Lillooet between Sechelt and Shuswap Jan P. van Eijk First Nations University of Canada Although most details of the grammatical and lexical structure of Lillooet put this language firmly within the Interior branch of the Salish language family, Lillooet also shares some features with the Coast or Central branch. In this paper we describe some of the similarities between Lillooet and one of its closest Interior relatives, viz., Shuswap, and we also note some similarities be­ tween Lillooet and Sechelt, one of Lillooet' s western neighbours but belonging to the Coast branch. Particular attention is paid to some obvious loans between Lillooet and Sechelt. 1 Introduction Lillooet belongs with Shuswap to the Interior branch of the Salish language family, while Sechelt belongs to the Coast or Central branch. In what follows we describe the similarities and differences between Lillooet and both Shuswap and Sechelt, under the following headings: Phonology (section 2), Morphology (3), Lexicon (4), and Lillooet-Sechelt borrowings (5). Conclusions are given in 6. I omit a comparison between the syntactic patterns of these three languages, since my information on Sechelt syntax is limited to a brief text (Timmers 1974), and Beaumont 1985 is currently unavailable to me. Although borrowings between Lillooet and Shuswap have obviously taken place, many of these will be impossible to trace due to the close over-all resemblance between these two languages. Shuswap data are mainly drawn from the western dialects, as described in Kuipers 1974 and 1975. (For a description of the eastern dialects I refer to Kuipers 1989.) Lillooet data are from Van Eijk 1997, while Sechelt data are from Timmers 1973, 1974, 1977.
    [Show full text]
  • Reduplicated Numerals in Salish. PUB DATE 1997-00-00 NOTE 11P.; for Complete Volume, See FL 025 251
    DOCUMENT RESUME ED 419 409 FL 025 252 AUTHOR Anderson, Gregory D. S. TITLE Reduplicated Numerals in Salish. PUB DATE 1997-00-00 NOTE 11p.; For complete volume, see FL 025 251. PUB TYPE Journal Articles (080) Reports Research (143) JOURNAL CIT Kansas Working Papers in Linguistics; v22 n2 p1-10 1997 EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *American Indian Languages; Contrastive Linguistics; Language Patterns; *Language Research; Language Variation; *Linguistic Theory; Number Systems; *Salish; *Structural Analysis (Linguistics); Uncommonly Taught Languages ABSTRACT A salient characteristic of the morpho-lexical systems of the Salish languages is the widespread use of reduplication in both derivational and inflectional functions. Salish reduplication signals such typologically common categories as "distributive/plural," "repetitive/continuative," and "diminutive," the cross-linguistically marked but typically Salish notion of "out-of-control" or more restricted categories in particular Salish languages. In addition to these functions, reduplication also plays a role in numeral systems of the Salish languages. The basic forms of several numerals appear to be reduplicated throughout the Salish family. In addition, correspondences among the various Interior Salish languages suggest the association of certain reduplicative patterns with particular "counting forms" referring to specific nominal categories. While developments in the other Salish language are frequently more idiosyncratic and complex, comparative evidence suggests that the
    [Show full text]
  • Curriculum and Resources for First Nations Language Programs in BC First Nations Schools
    Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory: Table of Contents and Section Descriptions 1. Linguistic Resources Academic linguistics articles, reference materials, and online language resources for each BC First Nations language. 2. Language-Specific Resources Practical teaching resources and curriculum identified for each BC First Nations language. 3. Adaptable Resources General curriculum and teaching resources which can be adapted for teaching BC First Nations languages: books, curriculum documents, online and multimedia resources. Includes copies of many documents in PDF format. 4. Language Revitalization Resources This section includes general resources on language revitalization, as well as resources on awakening languages, teaching methods for language revitalization, materials and activities for language teaching, assessing the state of a language, envisioning and planning a language program, teacher training, curriculum design, language acquisition, and the role of technology in language revitalization. 5. Language Teaching Journals A list of journals relevant to teachers of BC First Nations languages. 6. Further Education This section highlights opportunities for further education, training, certification, and professional development. It includes a list of conferences and workshops relevant to BC First Nations language teachers, and a spreadsheet of post‐ secondary programs relevant to Aboriginal Education and Teacher Training - in BC, across Canada, in the USA, and around the world. 7. Funding This section includes a list of funding sources for Indigenous language revitalization programs, as well as a list of scholarships and bursaries available for Aboriginal students and students in the field of Education, in BC, across Canada, and at specific institutions.
    [Show full text]
  • Segmental Phonology Darin Howe University of Calgary
    SEGMENTAL PHONOLOGY DARIN HOWE HOWED UCALGARY.CA UNIVERSITY OF CALGARY DARIN HOWE, 2003 ii Table of contents ACKNOWLEDGMENTS .............................................................................................................................................IV INTERNATIONAL PHONETIC ALPHABET CHART.................................................................................................. V 1. INTRODUCTION ...............................................................................................................................................1 2. INTRASEGMENTAL PHONOLOGY ..................................................................................................................4 2.1. PHONEME INVENTORIES AND FEATURES.......................................................................................................... 4 2.2. ARTICULATOR-FREE FEATURES .....................................................................................................................12 2.2.1. Major class features .................................................................................................................................................12 2.2.1.1. [±consonantal]...........................................................................................................................................12 2.2.1.2. [±sonorant].................................................................................................................................................22 2.2.2. Other articulator-free features..............................................................................................................................27
    [Show full text]
  • Language Index
    Cambridge University Press 978-0-521-86573-9 - Endangered Languages: An Introduction Sarah G. Thomason Index More information Language index ||Gana, 106, 110 Bininj, 31, 40, 78 Bitterroot Salish, see Salish-Pend d’Oreille. Abenaki, Eastern, 96, 176; Western, 96, 176 Blackfoot, 74, 78, 90, 96, 176 Aboriginal English (Australia), 121 Bosnian, 87 Aboriginal languages (Australia), 9, 17, 31, 56, Brahui, 63 58, 62, 106, 110, 132, 133 Breton, 25, 39, 179 Afro-Asiatic languages, 49, 175, 180, 194, 198 Bulgarian, 194 Ainu, 10 Buryat, 19 Akkadian, 1, 42, 43, 177, 194 Bushman, see San. Albanian, 28, 40, 66, 185; Arbëresh Albanian, 28, 40; Arvanitika Albanian, 28, 40, 66, 72 Cacaopera, 45 Aleut, 50–52, 104, 155, 183, 188; see also Bering Carrier, 31, 41, 170, 174 Aleut, Mednyj Aleut Catalan, 192 Algic languages, 97, 109, 176; see also Caucasian languages, 148 Algonquian languages, Ritwan languages. Celtic languages, 25, 46, 179, 183, Algonquian languages, 57, 62, 95–97, 101, 104, 185 108, 109, 162, 166, 176, 187, 191 Central Torres Strait, 9 Ambonese Malay, see Malay. Chadic languages, 175 Anatolian languages, 43 Chantyal, 31, 40 Apache, 177 Chatino, Zenzontepec, 192 Apachean languages, 177 Chehalis, Lower, see Lower Chehalis. Arabic, 1, 19, 22, 37, 43, 49, 63, 65, 101, 194; Chehalis, Upper, see Upper Chehalis. Classical Arabic, 8, 103 Cheyenne, 96, 176 Arapaho, 78, 96, 176; Northern Arapaho, 73, 90, Chinese languages (“dialects”), 22, 35, 37, 41, 92 48, 69, 101, 196; Mandarin, 35; Arawakan languages, 81 Wu, 118; see also Putonghua, Arbëresh, see Albanian. Chinook, Clackamas, see Clackamas Armenian, 185 Chinook.
    [Show full text]
  • A Bibliography of Salish Linguistics
    A Bibliography of Salish Linguistics Jan P. van Eijk First Nations University of Canada Northwest Journal of Linguistics 2.3 A Bibliography of Salish Linguistics Jan P. van Eijk First Nations University of Canada Abstract This bibliography lists materials (books, articles, conference papers, etc.) on Salish linguistics. As such, it mainly contains grammars, dictionaries, text collections and analyses of individual topics, but it also lists anthropological studies, curriculum materials, text collections in translation, and general survey works that have a sufficiently large Salish linguistic content. Criteria for inclusion of items, and the general methodology for assembling a bibliography of this kind, are discussed in the introduction. The work concludes with a list of abbreviations and a language-based index. This bibliography should be of use to linguists, particularly Salishists, but also to anthropologists and curriculum developers. The bibliography is essentially a sequel to Pilling 1893 (listed in the bibliography), although a number of items listed in that older source are also included here. KEYWORDS: Salish languages and dialects; Salish language family; bibliography; language index Northwest Journal of Linguistics 2.3:1–128 (2008) Table of Contents Introduction 4 Restrictions and criteria 5 General principles 8 The Salish conferences 9 Caveats and disclaimer 9 Salish languages and dialects 10 Bibliography of Salish Linguistics 13 Abbreviations 116 Appendix: Language Index 118 Northwest Journal of Linguistics 2.3:1–128 (2008) A Bibliography of Salish Linguistics Jan P. van Eijk First Nations University of Canada Introduction. The following is a selected bibliography of those books and articles that deal with the description and analysis of Salish languages.
    [Show full text]
  • Applications and Innovations in Typeface Design for North American Indigenous Languages
    BTWO 10 (1) pp. 71–98 Intellect Limited 2020 Book 2.0 Volume 10 Number 1 btwo © 2020 Intellect Ltd Article. English language. https://doi.org/10.1386/btwo_00021_1 Received 15 September 2019; Accepted 7 February 2020 Book 2.0 Intellect https://doi.org/10.1386/btwo_00021_1 10 JULIA SCHILLO AND MARK TURIN University of British Columbia 1 71 Applications and 98 innovations in typeface © 2020 Intellect Ltd design for North American 2020 Indigenous languages ARTICLES ABSTRACT KEYWORDS In this contribution, we draw attention to prevailing issues that many speakers orthography of Indigenous North American languages face when typing their languages, and typeface design identify examples of typefaces that have been developed and harnessed by histor- Indigenous ically marginalized language communities. We offer an overview of the field of language revitalization typeface design as it serves endangered and Indigenous languages in North typography America, and we identify a clear role for typeface designers in creating typefaces Unicode tailored to the needs of Indigenous languages and the communities who use them. endangered languages While cross-platform consistency and reliability are basic requirements that read- ers and writers of dominant world languages rightly take for granted, they are still only sporadically implemented for Indigenous languages whose speakers and writing systems have been subjected to sustained oppression and marginalization. We see considerable innovation and promise in this field, and are encouraged by collaborations between type designers and members of Indigenous communities. Our goal is to identify enduring challenges and draw attention to positive innova- tions, applications and grounds for hope in the development of typefaces by and with speakers and writers of Indigenous languages in North America.
    [Show full text]
  • 'Black Bear' and 'Grizzly Bear'
    Salish words for ‘black bear’ and ‘grizzly bear’1 Jan P. van Eijk First Nations University of Canada Salish languages show a wide variety of names for ‘black bear’ and ‘grizzly bear.’ A number of these are doubtless of great antiquity and some of them may go back to Proto-Salish. However, reconstruction of the proto-forms seems problematic in light of inter-Salish and extra-Salish borrowing and of what appears to be rather massive taboo- driven lexical replacement. 1 Introduction The homeland of the Salish-speaking people, which stretches from southern British Columbia into northern Washington, Idaho and Montana, and formerly also into part of the Oregon coastal area, falls within the range of two types of bear that are native to north America, the black bear (Ursus americanus) and the grizzly bear (Ursus arctos horribilis). In this article, we list the names of these bears in those Salish languages for which they have been recorded, and we try to trace their etymological history. 2 Individual languages In this section, the words for ‘black bear’ and ‘grizzly bear’ are listed for each language, and, where applicable, for individual dialects. Dialects are indicated with a long dash under their respective languages. However, in the case of Kalispel and Flathead (listed under Spokane), the long dash indicates that these linguistic entities are part of a dialect continuum with Spokane, and not dialects of Spokane. Comments on details and provenance of the various forms are given in sections 3-5. In the table on pp. 2-3, words in the Amerindianist Phonetic Alphabet (APA) are sans-serif and roman, while the pre-APA forms are serif and roman.
    [Show full text]
  • Kamloops Chinúk Wawa, Chinuk Pipa, and the Vitality of Pidgins
    Kamloops Chinúk Wawa, Chinuk pipa, and the vitality of pidgins by David Douglas Robertson B.A., Columbia University, 1988 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY in the Department of Linguistics © David Douglas Robertson, 2011 University of Victoria All rights reserved. This dissertation may not be reproduced in whole or in part, by photocopying or other means, without the permission of the author. ii Kamloops Chinúk Wawa, Chinuk pipa, and the vitality of pidgins by David Douglas Robertson B.A., Columbia University, 1988 Supervisory Committee Dr. Ewa Czaykowska-Higgins, Supervisor (Department of Linguistics, University of Victoria) Dr. Sarah Grey Thomason, Departmental Member (Department of Linguistics, University of Victoria; University of Michigan) Dr. Wendy Wickwire, Outside Member (Department of History, University of Victoria) iii Supervisory Committee Dr. Ewa Czaykowska-Higgins, Supervisor (Department of Linguistics, University of Victoria) Dr. Sarah Grey Thomason, Departmental Member (Department of Linguistics, University of Victoria; University of Michigan) Dr. Wendy Wickwire, Outside Member (Department of History, University of Victoria) Abstract This dissertation presents the first full grammatical description of unprompted (spontaneous) speech in pidgin Chinook Jargon [synonyms Chinúk Wawa, Chinook]. The data come from a dialect I term ‘Kamloops Chinúk Wawa’, used in southern interior British Columbia circa 1900. I also present the first historical study and structural analysis of the shorthand-based ‘Chinuk pipa ’ alphabet in which Kamloops Chinúk Wawa was written, primarily by Salish people. This study is made possible by the discovery of several hundred such texts, which I have transliterated and analyzed. The Basic Linguistic Theory-inspired (cf.
    [Show full text]
  • The Typology of PIE Syllabic Sonorants
    Indo-European Linguistics 1 (2013) 3–67 brill.com/ieul The Typology of PIE Syllabic Sonorants Adam I. Cooper* Northeastern University, Boston, MA [email protected] Abstract One of the most prominent features of reconstructed PIE phonology is sonorant syllab- icity: sonorant consonants function as syllable peaks when, generally speaking, they are not adjacent to a vowel. The general acceptance of this phenomenon in its various con- tours has persisted (see e.g. Mayrhofer 1986, Fortson 2009, Meier-Brügger 2010, Weiss 2011, etc.), despite the absence, for the most part, of any attempt to ascertain its credi- bility along the cross-linguistic dimension. In this paper, we evaluate the reconstructed PIE system from precisely this perspective. In comparing the established properties of PIE syllabic sonorants—including their distribution across words and morphemes, the complexity of their syllable margins, their participation in prosodic phenomena, their morphophonological alternation, and the directionality of their vocalization—against a survey of syllabic consonants across the languages of the world, we demonstrate the typological plausibility of the reconstruction, and so reinforce the confidence with which it has been maintained. Keywords PIE – sonorants – syllabicity – typology – directionality * Thanks to Michael Weiss, Alan Nussbaum, Draga Zec, Sam Tilsen, participants at the 31st meeting of the East Coast Indo-European Conference and the 2013 Craven Seminar, and two anonymous reviewers for their insightful comments and questions in the preparation of this paper. © adam i. cooper, 2014 | doi: 10.1163/22125892-00101002 This is an open access article distributed under the terms of the Creative Commons Attribution-Noncommercial 3.0 Unported (CC-BY-NC 3.0) License.
    [Show full text]
  • A Direct Role for Universities in Language Revitalization
    Proceedings, 8th International Conference on Language and Development, Bangladesh 2009 A Direct Role for Universities in Language Revitalization Marianne Ignace and Thomas A Perry Abstract As the sparse literature on university involvement in indigenous language revitalization suggests, universities have had a limited role in local indigenous language revitalization endeavours. Especially in situations of high language diversity, the practical restraints of not being able to centralize diverse local language courses (hence low numbers of students), and the non-academic backgrounds of many learners, suggest detriments from the institution’s perspective. From the perspective of indigenous communities, indigenous intellectual property rights of languages, unique curricular needs, the fact that fluent speakers and instructors are often in their 70s and 80s, and the very history of endemic disadvantage in education, all add to the equation. Through more than 15 years of experience with more than ten indigenous languages in British Columbia and Canada usually considered “moribund,” the local collaborations and partnerships of Simon Fraser University Kamloops in many First Nations communities have affirmed the role of universities in language revitalization, given trained professionals who work at the local level and in close contact with elders and speakers of languages; and given the fact that, paradoxically, the “institutionalization” of language revival efforts can have interesting and unexpected long-term local results. This paper will discuss various case studies and scenarios of challenges and successes of a university working locally with communities in language revitalization in a regional situation of high language diversity. The Context of Language Revitalization Efforts in Developing Regions Languages in many countries exist in a multi-layered linguistic ecology that includes international languages (e.g., English), an official language, various regional languages, and local languages particular to a specific community.
    [Show full text]